SELF-EMPOWERMENT THROUGH THE LENSES OF PRE-SERVICE TEACHERS IN THE ERA OF SOCIAL COMPLEXITY

Date

2024-2

Author

Okur, Seda

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This study attempted to explore the pre-service teachers' perceptions of self-empowerment and elucidate the processes through which they construct and enhance their sense of self-empowerment. Through employing grounded theory methodology, the research investigated how pre-service teachers conceptualized self-empowerment within the framework of ecological theory, encompassing micro, meso, exo, macro, and chrone levels. Furthermore, the study evaluates the extent to which teacher education programs contribute to the development of self-empowerment in pre-service teachers. The participants of the study consisted of 49 pre-service teachers enrolled in seven distinct programs at an English-medium research university in Mid-Anatolia. Field work included collecting and analyzing tick data that consisted of in-depth semi-structured interviews, digital materials related to the program web pages and other digital social media accounts of the departments as well as the informal observations that captured the hidden curriculum of the programs. Following open, selective and theoretical coding stages the constructive grounded theory method yielded three primary themes: the professional-self, the self, and the institutional-self respectively. The findings culminated in the construction of a model of self-empowerment and was enriched by the concept of "self-empowerment habitus." The study not only unveiled pre-service teachers' current perceptions of self-empowerment but also suggested actionable insights for curriculum and extracurricular activities aimed at enhancing these perceptions. By delving into the multifaceted dimensions of self-empowerment and its connection to teacher education, this research contributed valuable information to the ongoing discourse on preparing future educators for the challenges and opportunities within the educational milieu in the era of social complexities.

Subject Keywords

self-empowerment, teacher education, grounded theory, self-empowerment habitus, pre-service teachers, ecological theory, social complexities

URI

https://hdl.handle.net/11511/108476

Collections

Graduate School of Social Sciences, Thesis